Teacher-Provided Positive Attending to Improve Student Behavior

Autor/in	Perle, Jonathan G.
Titel	Teacher-Provided Positive Attending to Improve Student Behavior
Quelle	In: TEACHING Exceptional Children, 48 (2016) 5, S.250-257 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059916643707
Schlagwörter	Teacher Student Relationship; Student Behavior; Positive Behavior Supports; Evidence Based Practice; Positive Reinforcement; Behavior Problems; Behavior Change; Emotional Disturbances; Behavior Disorders; Interpersonal Competence; Cues; Prosocial Behavior; Anxiety Disorders; Psychological Patterns; Interpersonal Communication; Skill Development + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten; Gefühlsstörung; Interpersonale Kompetenz; Stichwort; Interpersonale Kommunikation; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	A teacher serves many important roles within a classroom, including an educator and a manager of child behavior. Inattention, overactivity, and noncompliance have long been cited as some of the most common areas of reported difficulty for schools (Axelrod & Zank, 2012; Goldstein, 1995). The evidence-based practice of positive attending (i.e., strategic use of labeled praise) has garnered what some believe is the strongest and most enduring evidence base to encourage and maintain positive classroom behavior (e.g., Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008). This article focuses on on-task and appropriate performance for students who exhibit disruptive behaviors as a result of their emotional and behavioral disorders (EBD). The practice may also be applied to a variety of other EBD-related behaviors (e.g., may be used to emphasize improved social interactions and interpretation of social cues for students with interpersonal difficulties, behavioral control for students with emotional regulation challenges, brave behavior for students experiencing anxiety, happy or prosocial behavior for students experiencing mood difficulties) as well as with children without EBD as a general management strategy (Briere et al., 2015). (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01